Abstract
BackgroundDisruptive behavior can have lifetime consequences for youth. Prevention, early identification and treatment of disruptive behavior can improve outcomes for these youth. The purpose of the present study was to assess the prevalence of disruptive behavior among a sample of Iranian youth, and the relationship of disruptive behavior to other psychological phenomena that may be targeted for prevention, early identification and treatment.MethodThe sample consisted of 600 high school students (300 boys and 300 girls; ages 15 to 18 years old) selected through multi-stage random sampling in Saveh city, of Iran, in 2015. Questionnaires assessed several phenomena including demographics, life satisfaction, social support, depression, stress, smoking and hopefulness. The Disruptive Behavior Scale was also utilized. Univariate analyses were followed by multiple logistic regressions to examine relations among disruptive behavior and other constructs.ResultsPrevalence of disruptive behavior was 7.5%, in boys and 3.1%, in girls. Mean scores were 22.97 ± 1.17 for boys and 19.15 ± 1.06 for girls, with a significant difference between them (P < 0.05). The results of regression revealed low life satisfaction (OR = 3.75; 95% CI: (2.37–5.91), social support (OR = 0.72; 95% CI: (0.56–0.82) and hopefulness (OR = 0.85; 95% CI: (0.62–0.92); and smoking (OR = 3.65; 95% CI: (2.19–6.06), being male (OR = 2.55; 95% CI: (1.54–4.22), and higher stress (OR = 1.92; 95% CI: (1.60–2.91) and depression (OR = 2.76; 95% CI: (1.82–4.88) were significant factors in predicting disruptive behavior.ConclusionDisruptive behavior was associted with life satisfaction, smoking, being a boy, social support, hopefulness, stress, and depression. Targeting constructs (e.g., support, stress) associated with disruptive behavior may assist in prevention, early identification and treatment of problem behavior. For example, health promotion programs to increase hopefulness, satisfaction and support, and reduce stress, depression and smoking might be of importance for prevention and treatment of disruptive behavior.
Highlights
Disruptive behavior disorders (DBDs) is defined as “student behavior that systematically disrupts educational activities, undermines the habitual development of the tasks carried out in the classroom and causes teacher to invest a significant amount of time in dealing with it, time that should otherwise be devoted to the processes of teaching and learning” [1]
Results of multiple unconditional forward logistic regression analysis revealed that the following constructs were significantly associated with disruptive behavior: Being male (odd ratio [OR] = 2.55; 95% confidence interval [CI]: (1.54–4.22), smoking (OR = 3.65; 95% CI: (2.19–6.06), lower life satisfaction (OR = 3.75; 95% CI: (2.37–5.91), social support (OR = 0.72; 95% CI: (0.56–0.82) and hopefulness (OR = 0.85; 95% CI: (0.62–0.92); and more perceived stress (OR = 1.92; 95% CI: (1.60–2.91) and depression (OR = 2.76; 95% CI: (1.82–4.88)
Results of this study demonstrate that life satisfaction is negatively related with adolescent problem behaviour [33,34,35], and that perceived stress and depression levels are positively associated with disruptive behavior
Summary
Disruptive behavior disorders (DBDs) is defined as “student behavior that systematically disrupts educational activities, undermines the habitual development of the tasks carried out in the classroom and causes teacher to invest a significant amount of time in dealing with it, time that should otherwise be devoted to the processes of teaching and learning” [1]. Onset DBD can have life-time consequences, including school absences, poor school achievement, substance use, aggression and anxiety; and DBD tends to continue to adulthood [5]. Adolescents with DBD have low self-control, conflictual relationships, and low empathy. These youth have difficulty with interpersonal relationships, and managing behavior, putting them at high risk for violence and substance abuse [6]. Disruptive behavior can have lifetime consequences for youth. Prevention, early identification and treatment of disruptive behavior can improve outcomes for these youth. The purpose of the present study was to assess the prevalence of disruptive behavior among a sample of Iranian youth, and the relationship of disruptive behavior to other psychological phenomena that may be targeted for prevention, early identification and treatment
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